Tag: Professional Development

Lucky me! I am working with Garfield Elementary school in San Leandro Unified School District. I started my career, my love of technology, in San Leandro a long time ago, so this is like coming home again. Jan Nuno, the principal, designed a creative program with her SIG (School Improvement Grant) money that involves laptops, SmartBoards, Elmos, professional development, using My eCoach for grade level websites and projects, and support on-site and online. The goal is one step at a time, and the teachers are excited about taking these steps. Garfield teachers have grown so much in a very short time: last year the worked on developing PLCs (Professional Learning Communities) and CRT (Culturally Responsive Teaching). Now they want to infuse technology to not only motivate students to want to learn but to change the learning environment.

The tech leads are Neema McCockran and Jason Huls with a teacher leader at each grade level who we spent a whole day reviewing the technology and developing grade level websites that includes grade appropriate resources and places to collaborate with the other teachers in their grade. We made one website and then asked each teacher leader to clone and adapt it for their team. Then we returned a week later with the whole staff (30 teachers) and asked the teacher leaders to invite the other teachers in their grade level to co-author. Then Jason and Neema set up three 15 minute break out sessions  where teachers rotated to learn how to use the Elmo, set up their laptops, and how to edit in My eCoach. (whew!) It was pretty cool! I was really proud of Neema and Jason and all the work they did. Coaching is fun when you see people take the next step on their own. I felt like a proud mama.

Next steps are coaching and knocking occasionally on the teachers’ virtual door to check in and see how they’re doing.

With leaders that are struggling and need help, consultants can help craft a vision. It’s a function of time. If they want you for a day, then it is difficult. In order to make a change, it has to be sustained. Be flexible for different teachers because they have to decide what they want in their classrooms.

This is how we are going to it for now but after we learn more, tweak it.

Being the Consultant

• Be aware of culture. It is difficult to know the culture. The person who brought you in wants you to be their voice.
• Do a complete needs assessment.  Online survey before we meet. Data we need before we start: Strategic plan, student data, and teacher data.
• What is going on with your curriculum?
• You cannot win everyone over.

Best PD is job-embedded, small groups, and ongoing. Yet, bringing the inspirational speaker lights the spark and conversations. Try to get people to think about the reflection. If we come in and work with you in June, is this really be the best time for your teachers to have PD?

What should schools expect from consultants?

• Being honest.
• Be clear about expectations.

Question – why do we need to bring consultants in if the teacher leaders can do the PD?

It’s a matter of achieving a balance of model 21st century instruction so teachers can do that with their students. Sometimes bringing in a consultant supports what you are doing in your school. Sometimes you as the teacher leader you are not a prophet in your own land.

Most people that become coaches tend to be nurturers. They usually became a teacher or coach because they like to help people. A good coach sets up the guidelines for an effective relationship with the people they coach. Agreeing on a contract for meetings, communication and due dates will ensure the relationship will work. A relationship between a coach and the coachee needs to be built on trust: trust that both will show up on time, tasks are done in a timely manner, questions are answered and materials are created when needed.

Contracts need to be reconsidered for a successful coaching relationship. Coaches especially those who are teachers have trouble saying no when someone needs them.

eCoaching takes coaching many steps further. How do you set up a contract based on time when virtual coaching can be at anytime from anywhere? This is where the coach and coachee set up a contract that is really clear on products, tasks, and feedback and what is realistic between them.

This is where you need to be realistic about your time. Think of your clients, where you live, where they live and the time zone differences. I received calls at 4am when working with people in Europe. I live in California. I used to answer the phone and jump whenever someone called. If someone wrote an email or tech support, I was right on it. Unfortunately, there was no balance in my life. I was at the mercy of my clients. It is important to set up contracts and realistic expectations on how you will support the people you coach.

• Set up a contract for you and your coachees.
• Put that contract on your team page so everyone can refer to it.
• Build in realistic expectations on how soon you will respond.
• Negotiate with your coachees roles and responsibilities.
• Monitor the progress of your relationship.
• Update and change the expectations when needed.

There are more ideas but the main thing is to protect you and your time, your space, and your personal life. There has to be a balance in your life. You are modeling what you want for the people you are supporting.